Instructional Support

A student may be enrolled in IS based upon an IS Team recommendation.  The Instructional Support team includes, but is not limited to, an Instructional Support teacher, a Guidance Counselor and the Academic Vice Principal. In order for Cheverus High School to make an informed decision regarding placement in the Instructional Support program and to assure that teachers can work effectively with a student, we have put into place the following guidelines for eligibility and placement determination for new students:

1. All student applications received with one or both of the questions listed below checked as “Yes” will be forwarded to the Guidance Department for evaluation prior to admittance.  Has your child been referred for special education services?  Has any school accommodation plan (i.e. IEP or 504) ever been generated for your child?
2. Parents will be required to submit all additional documentation of the student’s learning disability.  A copy of the most recent IEP is needed along with any standardized or educational test results.
3. The School Counselor and the IS teacher will review the student’s cumulative file to determine eligibility and possible accommodations once all documentation is received.
4. The School Counselor will schedule a meeting with the family to:

• Inform the family of the Instructional Support Team’s decision;
• Review the list of possible accommodations the student is eligible to receive;
• Outline the impact on the student’s course schedule;
• Sign an IS contract. Failure to adhere to the terms of the IS Contract will result in a student being placed on probation or dismissed from the program.

5. Initial IS student placement may be on a trial basis to ensure an appropriate fit for the program. If a trial basis is deemed necessary, students will be placed in Individual IS for one day a week for no credit.

Cheverus High School offers a challenging curriculum designed to allow students to compete at the most competitive colleges and universities in the country.  While we do accept students with moderate learning disabilities, the extent to which we are able to offer academic accommodations while still maintaining the integrity of our academic offerings is limited.  Cheverus offers resources that may prove of some assistance for those students with diagnosed moderate learning disabilities.  However, the demands and design of the curriculum, in conjunction with the school’s schedule, do not permit us to implement all recommendations in a student’s Individualized Educational Plan (IEP).  Cheverus is committed to providing certain accommodations to students with documented learning disabilities. Please note that these are accommodations and not modifications (modifications indicate a change in the requirements of the class (ie. requiring a student to complete half as many math problems)).

Cheverus offers the following student support services:

• Extended time for tests and projects — up to 50%.
• Separate testing in the Instructional Support classroom.
• Permission to use a lap-top or iPad/tablet in the classroom for note taking and in-class assignments.
• Permission to record lectures.
• Priority classroom seating as needed.
• Limited oral testing using speech to text software.
• Access to student note-taker.
• Spelling waived on timed or non-word processed assignments.
• Verbal directions to accompany written directions on tests and assignments.
• Use of calculator in math class and on tests and quizzes for students diagnosed with dyscalculia.
• Access to extra help by teachers during the 2:15-3:00 p.m. consultation period.
• Access to extra help by faculty and staff through the Magis Learning Center.
• Access to academic monitoring and support through the use of the Instructional Support program.
• Fee-based Faber Tutoring service.

Parents are encouraged to meet with their prospective Cheverus school counselor concerning their child’s particular needs so that we can jointly ascertain whether Cheverus is the best academic environment in which a student can develop his or her fullest potential.